The cabinet approved major reforms in Rwanda’s education sector, on June 9, to boost learning outcomes and ensure that students receive a well-rounded, career-aligned education from the earliest levels of schooling. ALSO READ: 10 things about reforms in public higher learning institutions’ structure To unpack what these reforms mean, why they are needed, and how they will unfold, The New Times spoke to the Minister of Education, Joseph Nsengimana. Fixing repetition and overcrowded classrooms A key concern driving the reforms is the high rate of repetition in lower primary grades. About 35 percent of Primary 1 students repeat the grade, often due to time and infrastructure constraints. Over half of Rwanda’s lower primary schools operate on a double-shift system, where students attend in staggered morning and afternoon sessions. Yet the existing curriculum was designed for a single shift with eight lessons per day. ALSO READ: Gov’t needs over 26,000 new classrooms to end double shifts “This mismatch left teachers in double-shift schools struggling to complete the curriculum,” Nsengimana explained. “Some schools attempted to combine shifts, but that led to overcrowded classrooms, sometimes with up to 100 pupils.” To resolve this, the government is revising the curriculum to align with actual teaching time. Going forward, all schools will operate under a five-lesson-per-day schedule (25 per week), which adheres to international benchmarks and allows teachers to cover content effectively. Strengthening foundational skills The time restructuring is not merely logistical; it’s also about enhancing the quality of learning, the minister explained. The reforms place strong emphasis on foundational skills in lower primary, particularly literacy in both English and Kinyarwanda, numeracy, science, and ICT. “We asked ourselves: What should a child know by the end of P3?” Nsengimana said. “These core competencies are the building blocks for all future learning.” He compared early education to the foundation of a house: if it is weak, everything built on top is at risk. That is why the government is treating preschool to Primary 3 as a critical investment period. Expanding access to preschool A cornerstone of the second phase of Rwanda’s National Strategy for Transformation (NST2) is to increase preschool enrolment from 45 percent to at least 65 percent. Achieving this starts with parental awareness. “Parents need to understand the long-term value of early learning,” Nsengimana said. “And they need to be supported.” To that end, the government is expanding infrastructure and formalising preschools. Once formalised, preschools receive qualified, salaried teachers, helping raise both quality and accessibility. Additionally, preschool feeding programmes are being introduced to combat malnutrition, which negatively affects cognitive development. The Ministry of Education works closely with the National Child Development Agency (NCDA) to ensure support for children starting at age two, with a focus on those aged five, the gateway year into primary school. These measures align with Rwanda’s commitment to eliminating learning poverty by 2035, a continental goal reinforced during the 2024 FLEX conference and adopted by the African Union. Measuring progress: Will the reforms work? A question arises on how the country will track whether these reforms are delivering results. “We have the National Assessment of Student Achievement, conducted every two years,” Nsengimana said. “We also participate in international assessments that help us compare learning outcomes globally.” However, true change starts in classrooms. Teachers are being equipped to conduct regular formative assessments, not just end-of-term tests, to instrument student understanding on a day-to-day basis. “Assessment isn’t just about grading,” Nsengimana explained. “It’s about knowing whether learning happened. And that helps both the student and the teacher.” Summative assessments, including national exams, will continue to provide broader insights, and their results will be made public to ensure transparency and accountability. Teachers at the heart of reform If the reforms are to succeed, teachers will be the ones carrying the weight, and the ministry says their voices were included from the outset. “When we reviewed the curriculum, over 5,500 people were consulted, including teachers,” Nsengimana said. “It was teachers who raised the issue of misalignment between instruction time and the curriculum.” To support them, Rwanda Basic Education Board (REB) is providing continuous professional development focused on subject mastery, pedagogy, leadership, and ethics. Special emphasis is being placed on English proficiency, given that it is the main language of instruction. “We’re launching a programme to improve English skills among teachers,” Nsengimana added. “If the teacher isn’t fluent, learning is compromised.” This push is embedded in the new Teacher Statute, which outlines English proficiency requirements and mandates assessments for both in-service and trainee teachers. Parents’ vital role While teachers are critical, the ministry is clear that education is a shared responsibility. Parents have an equally important role to play. “We’ve had great feedback from parents,” Nsengimana said. “But for reforms to work, parents must stay engaged.” That engagement goes beyond fees or report cards. Parents are encouraged to ask critical questions: What should my child have learned by now? Is the school delivering? What role can I play? “There are many ways to stay involved: call, text, or email the teacher. But stay connected. Your involvement directly influences your child’s success.” Plans are underway to institutionalise this engagement through regular parent-teacher meetings and digital platforms that facilitate communication and transparency. Rethinking secondary school subject combinations Beyond primary school, Rwanda’s reforms extend to general secondary education, where outdated subject combinations are being replaced to better reflect today’s workforce and learning needs. Currently, general education offers 10 specialised combinations with three core subjects. Many students end up over-specialising too early, and some even drop mathematics after O-Level, limiting future options. To fix this, a new model launching in September 2025 introduces three broad learning pathways: Mathematics and Sciences, Arts and Humanities, and Languages. Regardless of pathway, all students will study mandatory subjects: Mathematics (tailored to the stream), English, ICT, Entrepreneurship, Physical Education, and General Studies. This provides a well-rounded education and delays premature career pigeonholing. A nationwide career guidance programme is being developed to help students understand their choices. A summer initiative will introduce learners to new pathways, while videos featuring professionals will be shared with students and parents to demystify career options. According to Nsengimana, the reforms also call for greater involvement from the private sector, particularly in offering internships and helping shape curricula. The Higher Education Council is championing stronger university-industry partnerships to ensure graduates are ready for the real world. A phased rollout The reforms will be implemented gradually. The revised primary curriculum will be introduced in full in September 2025. In secondary schools, the new pathways begin with Senior Four this year, followed by S5 and S6 in the subsequent years. “Every delay affects an entire cohort,” Nsengimana noted. “We’re committed to rolling out promptly, without compromising on quality.” Smarter investment in the future At its core, Rwanda’s education reform is a strategy to empower the next generation with relevant skills, strong values, and the tools to thrive in a fast-changing world. “Getting the foundation right is one of the smartest investments any country can make in its future,” Nsengimana said.
